閱讀的目的是擴(kuò)大閱讀范圍, 增加詞匯數(shù)量和背景知識(shí), 為達(dá)到此目的,
如果只是采用傳統(tǒng)的閱讀方法, 通過學(xué)習(xí)詞匯和進(jìn)行語法分析來學(xué)習(xí)閱
讀是收不到預(yù)期效果的, 只有通過學(xué)習(xí)閱讀技巧, 才能達(dá)到提高閱讀理解
能力和提高閱讀速度的目的.快速閱讀法就是利用視覺運(yùn)動(dòng)的規(guī)律, 通過一定的方法訓(xùn)練, 在較短的時(shí)間里閱讀大量的書報(bào)資料. 它的構(gòu)成有閱讀文學(xué)材料的快速性, 閱讀文學(xué)材料的無聲性, 閱讀方法的科學(xué)性.
1. 閱讀文學(xué)材料的快速性
要想達(dá)到此目的, 關(guān)鍵是眼肌能訓(xùn)練, 即用特殊方法, 使眼肌能靈活自如,
達(dá)到視角, 視幅, 視停, 視移等視覺 狀態(tài). 訓(xùn)練方法可按手指法(即目
光隨著手指左右,上下移動(dòng),頭不要搖動(dòng)), 圖譜法(如點(diǎn),圓,拋物線等圖形目光
沿著圖形而快速移動(dòng)),詞譜法, 投影儀進(jìn)行快速閱讀的基本功訓(xùn)練. 當(dāng)眼肌能
訓(xùn)練適應(yīng)之后, 可采用快速閱讀初級方法之一: 跳讀法--眼光從一個(gè)"字群"
跳到另一個(gè)"字群" 進(jìn)行識(shí)讀(字群是由多個(gè)單詞組成的)這個(gè)過程眼球按"凝視
──跳躍──凝視"的程序進(jìn)行連續(xù),不斷運(yùn)動(dòng),如:
The man in /the brown coat /was reading a book.
當(dāng)跳讀練習(xí)熟練之后, 可進(jìn)行練習(xí)擴(kuò)大視力識(shí)讀文字的單位面積的訓(xùn)練. 首先
進(jìn)行五個(gè)單詞的練習(xí), 其主視區(qū)總應(yīng)放在中間, 也就是主視中間的3個(gè)單詞,
兩邊單詞用余視力掃視. 如:
/We /have a color / TV /
在練習(xí)五個(gè)單詞達(dá)到熟練之后, 就可加寬視區(qū)練習(xí), 一下看六個(gè)單詞,七個(gè)單
詞, 甚至達(dá)到九個(gè)單詞, 逐漸加寬視區(qū)范圍, 延長目光移視長度, 這樣就能縮
短凝視時(shí)間, 達(dá)到快速閱讀的目的.
2. 閱讀文字材料的無聲性
上面只是快速閱讀的先決條件, 速讀的關(guān)鍵還在于"無聲"訓(xùn)練, 在閱讀速度上,
無聲要比有聲快, 因?yàn)闊o聲閱讀只是運(yùn)用眼和腦兩大器官, 因而它的速度要快,
快速閱讀的信息變換方式為: 書面信息-->眼睛掃描信息-->大腦記憶中樞的信息.因此我們應(yīng)用特殊的方法和手段消除讀音和心音, 特殊手段就是用自身單聲調(diào)鼻音, 單聲調(diào)心聲或外界背景音樂抵消并消除讀音和心音的手段, 對特殊頑固的不發(fā)音不能閱讀的人, 還可用一套自創(chuàng)歌曲, 邊唱邊讀, 最后達(dá)到無音閱讀.
3.閱讀方法的科學(xué)性
我們在閱讀的時(shí)候, 必須通過直覺, 聯(lián)想, 相象, 邏輯分析和綜合判斷等一系列思維活動(dòng), 才能把順次進(jìn)入視覺的一連串文字信號轉(zhuǎn)換成概念和思想, 完成閱讀過程, 要完成其過程, 必須具備以下幾個(gè)條件:
1) 自信心: 一個(gè)人要想在快速閱讀上獲得成功,首先要有自信心,在快速閱讀時(shí),
自信心是很重要的,只要我們堅(jiān)信我們能成功, 通過長期苦練就會(huì)實(shí)現(xiàn)的.
2) 集中注意力: 快速閱讀的同時(shí)還要求快速記憶, 這就要求在閱讀時(shí), 不僅
要閱讀,而且要記, 要理解, 這是 一個(gè)高難度的思維活動(dòng), 沒有集中的注意力是很難保證"速讀"的完成.
3) 快速理解──快速閱讀的催化劑. "理解" 就是利用已有的知識(shí)經(jīng)驗(yàn), 去獲得新的知識(shí)經(jīng)驗(yàn), 并把新的知識(shí)經(jīng)驗(yàn)納入已有的知識(shí)經(jīng)驗(yàn)系統(tǒng)中, 理解可分為直接理解和間接理解.直接理解就是在瞬息之間立刻實(shí)現(xiàn)的, 不需要任何中間思維過程,與知覺融合在一起, 在這種情況下, 主要是通過瞬間憶起以前所得的知識(shí), 選取立刻所需要的知識(shí). 而間接理解的實(shí)現(xiàn)需要通過一系列復(fù)雜的分析綜合活動(dòng), 快速閱讀用的是中間理解法, 它包括推斷法: 實(shí)行快速閱讀的人往往根據(jù)幾個(gè)單詞推斷出一個(gè)句子, 由句子推知整個(gè)段落的意思,這就需要多讀書, 知識(shí)積累越多, 知識(shí)面越寬, 理解力越強(qiáng), 快速閱讀中的推斷能力才能越高. 正是由于這種推斷, 眼睛才能停頓到最有信息含義的地方上. 英語中使用的推斷法之一是學(xué)會(huì)略過哪些無關(guān)緊要的詞匯. 如:
The usual life span for shanghai men is 72 years.
如果我們閱讀時(shí)不知道"span"的詞義, 我們也完全可以看懂句子意思是"通常上海男子的壽命是72歲". 推斷法之二是利用英語構(gòu)詞法推斷詞義, 構(gòu)詞法由轉(zhuǎn)換,派生與合成三部分構(gòu)成.
4) 抓住關(guān)鍵詞句: 為了提高閱讀速度首先應(yīng)抓住關(guān)鍵詞句, 因?yàn)樗锹?lián)接上下
文的紐帶, 快速閱讀時(shí)只注意瞬時(shí)關(guān)鍵詞, 其它便可迎刃而解, 抓住關(guān)鍵句子就是找出主題句, 主題句是文章中用來概括大意的句子, 主題句往往是每個(gè)段落的第一個(gè)句子, 有時(shí)可能是最后一個(gè)句子, 在特殊情況下可能出現(xiàn)在段落當(dāng)中, 通過識(shí)別主題句, 可以快速, 準(zhǔn)確地抓住文章中各個(gè)段落的主要意思, 如果能把每一段落的大意抓住了, 那么全篇文章的中心思想也就把握住了, 在閱讀中識(shí)別主題句,并準(zhǔn)確理解其意思, 可幫助我們了解作者的行文思路,分析文章的內(nèi)容結(jié)構(gòu),搞清楚各個(gè)段落 之間的邏輯關(guān)系,有利于提高閱讀的速度和理解的準(zhǔn)確性.
5) 快速閱讀能促使快速記憶. 快速閱讀時(shí)人的注意力高度集中, 連續(xù)的快速閱
讀是一種強(qiáng)化活動(dòng), 強(qiáng)化活動(dòng)能夠鞏固和促進(jìn)快速記憶的成果. 強(qiáng)化記憶有三個(gè)層次: 一是死記硬背(這是必要的,不可缺少的層次). 二是聯(lián)想記憶. 三是理解記憶.以閱讀現(xiàn)代記敘文類(童話故事,作文選等)為例: 要求硬記的是文題, 作者, 文章時(shí)間, 地點(diǎn), 人物, 姓名, 名人名句等; 要求聯(lián)想記憶的故事情節(jié)(事件起因, 事件發(fā)展, 關(guān)鍵情節(jié), 高潮情節(jié), 事件結(jié)局); 要求理解記憶的關(guān)鍵詞, 關(guān)鍵句, 中心語,段首語,事件性質(zhì),人物命運(yùn), 作者態(tài)度,人稱變化,詞語概念,文章含義或中心思想等.總之, 快速閱讀能促進(jìn)理解的質(zhì)量, 促進(jìn)理解的速度, 促進(jìn)快速記憶。
Anne Whitney, a sophomore at Colorado State University, first had a problem taking tests when she began college. "I was always well prepared for my tests. Sometimes I studied for weeks before a test. Yet I would go in to take the test, only to find I could not answer the questions correctly. would blank out because of nervousness and fear. I couldn’t think of the answer. My low grades on the tests did not show what I knew to the teacher." Another student in microbiology and similar experiences. He said ,"My first chemistry test was very difficult. Then, on the second test, I sat down to take it, and I was so nervous that I was shaking. My hands were moving up and down so quickly that it was hard to hold my pencil. I knew the material and I knew the answers. Yet I couldn’t even write them down!"
These two young students were experiencing something called test anxiety. Because a student worries and it uneasy about a test, his or her mind does not work as well as it usually does. The student cant write or think clearly because of the extreme tension and nervousness. Although poor grades are often a result of poor study habits, sometimes test anxiety causes the low grades. Recently, test anxiety had been recognized as a real problem, not just an excuse or a false explanation of lazy students.
Special university counseling courses try to help students. In these courses, counselors try to help students by teaching them how to manage test anxiety. At some universities, students take tests to measure their anxiety. If the tests show their anxiety is high, the students can take short courses to help them deal with their tension. These courses teach students how to relax their bodies. Students are trained to become calm in very tense situations. By controlling their nervousness, they can let their minds work at ease .Learned information then comes out without difficulty on a test.
An expert at the University of California explains. With almost all students, relaxation and less stress are felt after taking out program. Most of then experience better control during their tests. Almost all have some improvement. With some, the improvement is very great."
mda.com
1.To "blank out" is probably______.
a. to be like a blanket
b. to be sure of an answer
c. to be unable to think clearly
d. to show knowledge to the teacher
2.Poor grades are usually the result of _______.mda.com
a. poor hygienic habits
b. laziness
c .lack of sleep
d. inability to form good study habits
3.Test anxiety has been recognized as _______.
a. an excuse for laziness
b. the result of poor habits
c. a real problem
d. something that cant be changed
4.To deal with this problem, students say they want to ______.mda.com
a. take a short course on anxiety
b. read about anxiety
c. be able to manage or understand their anxiety
d. take test to prove they are not anxiety
5.A University of California counselor said_______.
a. all students could overcome the anxiety after taking a special test anxiety program
b. almost all students felt less stress after taking a University of California counseling coursemda.com
c. students found it difficult to improve even though they had taken a special test anxiety course
d. students found it easy to relax as soon as they entered a University of California counseling course
答案：cdcab
如果只是采用傳統(tǒng)的閱讀方法, 通過學(xué)習(xí)詞匯和進(jìn)行語法分析來學(xué)習(xí)閱
讀是收不到預(yù)期效果的, 只有通過學(xué)習(xí)閱讀技巧, 才能達(dá)到提高閱讀理解
能力和提高閱讀速度的目的.快速閱讀法就是利用視覺運(yùn)動(dòng)的規(guī)律, 通過一定的方法訓(xùn)練, 在較短的時(shí)間里閱讀大量的書報(bào)資料. 它的構(gòu)成有閱讀文學(xué)材料的快速性, 閱讀文學(xué)材料的無聲性, 閱讀方法的科學(xué)性.
1. 閱讀文學(xué)材料的快速性
要想達(dá)到此目的, 關(guān)鍵是眼肌能訓(xùn)練, 即用特殊方法, 使眼肌能靈活自如,
達(dá)到視角, 視幅, 視停, 視移等視覺 狀態(tài). 訓(xùn)練方法可按手指法(即目
光隨著手指左右,上下移動(dòng),頭不要搖動(dòng)), 圖譜法(如點(diǎn),圓,拋物線等圖形目光
沿著圖形而快速移動(dòng)),詞譜法, 投影儀進(jìn)行快速閱讀的基本功訓(xùn)練. 當(dāng)眼肌能
訓(xùn)練適應(yīng)之后, 可采用快速閱讀初級方法之一: 跳讀法--眼光從一個(gè)"字群"
跳到另一個(gè)"字群" 進(jìn)行識(shí)讀(字群是由多個(gè)單詞組成的)這個(gè)過程眼球按"凝視
──跳躍──凝視"的程序進(jìn)行連續(xù),不斷運(yùn)動(dòng),如:
The man in /the brown coat /was reading a book.
當(dāng)跳讀練習(xí)熟練之后, 可進(jìn)行練習(xí)擴(kuò)大視力識(shí)讀文字的單位面積的訓(xùn)練. 首先
進(jìn)行五個(gè)單詞的練習(xí), 其主視區(qū)總應(yīng)放在中間, 也就是主視中間的3個(gè)單詞,
兩邊單詞用余視力掃視. 如:
/We /have a color / TV /
在練習(xí)五個(gè)單詞達(dá)到熟練之后, 就可加寬視區(qū)練習(xí), 一下看六個(gè)單詞,七個(gè)單
詞, 甚至達(dá)到九個(gè)單詞, 逐漸加寬視區(qū)范圍, 延長目光移視長度, 這樣就能縮
短凝視時(shí)間, 達(dá)到快速閱讀的目的.
2. 閱讀文字材料的無聲性
上面只是快速閱讀的先決條件, 速讀的關(guān)鍵還在于"無聲"訓(xùn)練, 在閱讀速度上,
無聲要比有聲快, 因?yàn)闊o聲閱讀只是運(yùn)用眼和腦兩大器官, 因而它的速度要快,
快速閱讀的信息變換方式為: 書面信息-->眼睛掃描信息-->大腦記憶中樞的信息.因此我們應(yīng)用特殊的方法和手段消除讀音和心音, 特殊手段就是用自身單聲調(diào)鼻音, 單聲調(diào)心聲或外界背景音樂抵消并消除讀音和心音的手段, 對特殊頑固的不發(fā)音不能閱讀的人, 還可用一套自創(chuàng)歌曲, 邊唱邊讀, 最后達(dá)到無音閱讀.
3.閱讀方法的科學(xué)性
我們在閱讀的時(shí)候, 必須通過直覺, 聯(lián)想, 相象, 邏輯分析和綜合判斷等一系列思維活動(dòng), 才能把順次進(jìn)入視覺的一連串文字信號轉(zhuǎn)換成概念和思想, 完成閱讀過程, 要完成其過程, 必須具備以下幾個(gè)條件:
1) 自信心: 一個(gè)人要想在快速閱讀上獲得成功,首先要有自信心,在快速閱讀時(shí),
自信心是很重要的,只要我們堅(jiān)信我們能成功, 通過長期苦練就會(huì)實(shí)現(xiàn)的.
2) 集中注意力: 快速閱讀的同時(shí)還要求快速記憶, 這就要求在閱讀時(shí), 不僅
要閱讀,而且要記, 要理解, 這是 一個(gè)高難度的思維活動(dòng), 沒有集中的注意力是很難保證"速讀"的完成.
3) 快速理解──快速閱讀的催化劑. "理解" 就是利用已有的知識(shí)經(jīng)驗(yàn), 去獲得新的知識(shí)經(jīng)驗(yàn), 并把新的知識(shí)經(jīng)驗(yàn)納入已有的知識(shí)經(jīng)驗(yàn)系統(tǒng)中, 理解可分為直接理解和間接理解.直接理解就是在瞬息之間立刻實(shí)現(xiàn)的, 不需要任何中間思維過程,與知覺融合在一起, 在這種情況下, 主要是通過瞬間憶起以前所得的知識(shí), 選取立刻所需要的知識(shí). 而間接理解的實(shí)現(xiàn)需要通過一系列復(fù)雜的分析綜合活動(dòng), 快速閱讀用的是中間理解法, 它包括推斷法: 實(shí)行快速閱讀的人往往根據(jù)幾個(gè)單詞推斷出一個(gè)句子, 由句子推知整個(gè)段落的意思,這就需要多讀書, 知識(shí)積累越多, 知識(shí)面越寬, 理解力越強(qiáng), 快速閱讀中的推斷能力才能越高. 正是由于這種推斷, 眼睛才能停頓到最有信息含義的地方上. 英語中使用的推斷法之一是學(xué)會(huì)略過哪些無關(guān)緊要的詞匯. 如:
The usual life span for shanghai men is 72 years.
如果我們閱讀時(shí)不知道"span"的詞義, 我們也完全可以看懂句子意思是"通常上海男子的壽命是72歲". 推斷法之二是利用英語構(gòu)詞法推斷詞義, 構(gòu)詞法由轉(zhuǎn)換,派生與合成三部分構(gòu)成.
4) 抓住關(guān)鍵詞句: 為了提高閱讀速度首先應(yīng)抓住關(guān)鍵詞句, 因?yàn)樗锹?lián)接上下
文的紐帶, 快速閱讀時(shí)只注意瞬時(shí)關(guān)鍵詞, 其它便可迎刃而解, 抓住關(guān)鍵句子就是找出主題句, 主題句是文章中用來概括大意的句子, 主題句往往是每個(gè)段落的第一個(gè)句子, 有時(shí)可能是最后一個(gè)句子, 在特殊情況下可能出現(xiàn)在段落當(dāng)中, 通過識(shí)別主題句, 可以快速, 準(zhǔn)確地抓住文章中各個(gè)段落的主要意思, 如果能把每一段落的大意抓住了, 那么全篇文章的中心思想也就把握住了, 在閱讀中識(shí)別主題句,并準(zhǔn)確理解其意思, 可幫助我們了解作者的行文思路,分析文章的內(nèi)容結(jié)構(gòu),搞清楚各個(gè)段落 之間的邏輯關(guān)系,有利于提高閱讀的速度和理解的準(zhǔn)確性.
5) 快速閱讀能促使快速記憶. 快速閱讀時(shí)人的注意力高度集中, 連續(xù)的快速閱
讀是一種強(qiáng)化活動(dòng), 強(qiáng)化活動(dòng)能夠鞏固和促進(jìn)快速記憶的成果. 強(qiáng)化記憶有三個(gè)層次: 一是死記硬背(這是必要的,不可缺少的層次). 二是聯(lián)想記憶. 三是理解記憶.以閱讀現(xiàn)代記敘文類(童話故事,作文選等)為例: 要求硬記的是文題, 作者, 文章時(shí)間, 地點(diǎn), 人物, 姓名, 名人名句等; 要求聯(lián)想記憶的故事情節(jié)(事件起因, 事件發(fā)展, 關(guān)鍵情節(jié), 高潮情節(jié), 事件結(jié)局); 要求理解記憶的關(guān)鍵詞, 關(guān)鍵句, 中心語,段首語,事件性質(zhì),人物命運(yùn), 作者態(tài)度,人稱變化,詞語概念,文章含義或中心思想等.總之, 快速閱讀能促進(jìn)理解的質(zhì)量, 促進(jìn)理解的速度, 促進(jìn)快速記憶。
Anne Whitney, a sophomore at Colorado State University, first had a problem taking tests when she began college. "I was always well prepared for my tests. Sometimes I studied for weeks before a test. Yet I would go in to take the test, only to find I could not answer the questions correctly. would blank out because of nervousness and fear. I couldn’t think of the answer. My low grades on the tests did not show what I knew to the teacher." Another student in microbiology and similar experiences. He said ,"My first chemistry test was very difficult. Then, on the second test, I sat down to take it, and I was so nervous that I was shaking. My hands were moving up and down so quickly that it was hard to hold my pencil. I knew the material and I knew the answers. Yet I couldn’t even write them down!"
These two young students were experiencing something called test anxiety. Because a student worries and it uneasy about a test, his or her mind does not work as well as it usually does. The student cant write or think clearly because of the extreme tension and nervousness. Although poor grades are often a result of poor study habits, sometimes test anxiety causes the low grades. Recently, test anxiety had been recognized as a real problem, not just an excuse or a false explanation of lazy students.
Special university counseling courses try to help students. In these courses, counselors try to help students by teaching them how to manage test anxiety. At some universities, students take tests to measure their anxiety. If the tests show their anxiety is high, the students can take short courses to help them deal with their tension. These courses teach students how to relax their bodies. Students are trained to become calm in very tense situations. By controlling their nervousness, they can let their minds work at ease .Learned information then comes out without difficulty on a test.
An expert at the University of California explains. With almost all students, relaxation and less stress are felt after taking out program. Most of then experience better control during their tests. Almost all have some improvement. With some, the improvement is very great."
mda.com
1.To "blank out" is probably______.
a. to be like a blanket
b. to be sure of an answer
c. to be unable to think clearly
d. to show knowledge to the teacher
2.Poor grades are usually the result of _______.mda.com
a. poor hygienic habits
b. laziness
c .lack of sleep
d. inability to form good study habits
3.Test anxiety has been recognized as _______.
a. an excuse for laziness
b. the result of poor habits
c. a real problem
d. something that cant be changed
4.To deal with this problem, students say they want to ______.mda.com
a. take a short course on anxiety
b. read about anxiety
c. be able to manage or understand their anxiety
d. take test to prove they are not anxiety
5.A University of California counselor said_______.
a. all students could overcome the anxiety after taking a special test anxiety program
b. almost all students felt less stress after taking a University of California counseling coursemda.com
c. students found it difficult to improve even though they had taken a special test anxiety course
d. students found it easy to relax as soon as they entered a University of California counseling course
答案：cdcab